The "newfound" presence herald of opening to the furure: cues for a pedagogy of resistance

Abstract

Perhaps, the greatest gift of the post-pandemic period that we are living is the recovery of a presence that we used to take for granted, not exclusively mediated by the screen of our digital tools. We are gradually coming back ‘to presence’: to school, to work, to the gym, to the restaurant. However, We have to deal with what we have experienced, with the crisis that we have gone through ‘and, specifically, we have to give educational value to this ‘rediscovered’ dimension, hoping that it’s definitive. In this regard, we will focus on the opportunity, more timely than ever, to promote, in a problematic key, educational models that, like those inspired by contemplative pedagogy, work not only on the quality of the presence in the here-and-now, a time constitutively dialogic finally rediscovered, a time to be nourished with sense of life and beauty, but that they also educate, focusing on the ability to ethically resolve individual, social, collective problems, to a responsible projection towards the future.